Çevrim-içi matematik öğretimi alan deneyiminde teori ve pratik arasındaki mesafe üzerine bir inceleme

Year 2025, Volume: 14 Issue: 3, 233 - 250, 31.07.2025

Bengi Birgili , R. Didem Taylan , Zelha Tunç Pekkan , İbrahim Burak Ölmez

https://doi.org/10.19128/turje.1540790

Abstract

Geçmiş çalışmalar, öğretmen adaylarının teori ve pratiği birleştirme becerisinin, derste öğrendiklerini pratiğe dökebilmek için artan öneminden bahsetmektedir. Bu çalışma, 23 matematik öğretmenliği adayının bir matematik öğretmen eğitimi programındaki ders ve çevrim-içi matematik öğretimi alan deneyimlerini birleştirme becerisini incelemiştir. Bu çalışmanın verisini, öğretmen adaylarının bir dönem boyu süren çevrim-içi ders verme deneyiminden önce gerçekleşen 24 video-kayıtlı ders planlama toplantısının transkripleri ve Çevrim-içi Laboratuar Okulu’ndaki çevrim-içi ders anlatımlarından sonra gerçekleşen 9 video-kayıtlı tüm sınıfın dahil olduğu tartışma toplantılarının transkripleri kapsamaktadır. Ayrıca, bu çalışmanın verisini öğretmen adaylarının çevrim-içi ders anlatımlarından sonra ders anlatımlarındaki ilginç ve önemli buldukları durumlar üzerine yazdıkları kısa notları da içermektedir. Sonuçlar, öğretmen adaylarının sıklıkla teori ve pratik arasındaki bağlantıları kurmakta zorlandıklarını göstermekte ve öğretmen eğitimcilerinin matematik öğretimi alan deneyimleri ödevlerinde daha fazla ders entegrasyon fırsatlarını kullanmasını önermektedir. Ders öğretim üyelerinin amaçları, öğretmen adaylarının düşünümleri, ders planları ve tüm sınıfın dahil olduğu tartışma toplantıları gibi birden fazla veri kaynaklarını kullanan bu çalışma, eğitim araştırması alanındaki var olan mesafenin kapanması için değerli bir nitel kanıt sunmaktadır.

Keywords

Çevrim-içi alan deneyimi , Matematik öğretimi , Öğretmen eğitimi , Teori ve pratik , Üniversite-okul iş birliği

An exploration of the gap between theory and practice in online field experience in mathematics teaching

Abstract

Past research has growingly shown importance of teacher candidates’ ability to connect theory and practice for applying what they have acquired in coursework into practice. This study examined 23 mathematics teacher candidates’ (TCs) ability to link coursework and online mathematics teaching field experiences in a mathematics teacher education program. Data included transcripts of 24 videotaped lesson plan meetings before the TCs’ online teaching for one semester and transcripts of 9 videotaped whole group discussions after the TCs’ online teaching in the Online Laboratory School. Data also included TCs’ short reflections written immediately after online teaching based on interesting and significant moments in their teaching. The results indicated that TCs often struggled to make connections between theory and practice, suggesting the need for teacher educators to offer more coursework integration opportunities in their assignments of mathematics teaching field experiences. This study, utilizing multiple data sources such as instructors’ goals, TCs’ reflections, lesson plans, and whole-group meetings, provides valuable qualitative evidence that may help bridge the existing gap in this area of educational research.

Keywords

Mathematics teaching , Online field experience , Teacher education , Theory and practice , University-school partnership

Ethical Statement

Ethics committee approval was received for this study from MEF University Ethics Committee [Ethics’ Document Number: E-47749665-050.01.04-2771, 26.07.2022].

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